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Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education

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成果类型:
期刊论文
作者:
Cai, Jin;Yang, Harrison Hao*;Gong, Di;MacLeod, Jason;Zhu, Sha
通讯作者:
Yang, Harrison Hao
作者机构:
[Cai, Jin] Cent China Normal Univ, Collaborate & Innovat Ctr Educ Technol, Wuhan, Hubei, Peoples R China.
[MacLeod, Jason; Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
[Gong, Di] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.
[Cai, Jin] Hubei Univ Educ, Wuhan, Hubei, Peoples R China.
[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构:
[Yang, Harrison Hao] C
[Yang, Harrison Hao] S
Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
语种:
英文
关键词:
Flipped classroom;Continued use;Computer self-efficacy;Perceived organizational support;Perceived usefulness;Perceived ease of use;TPACK;Higher education
期刊:
Journal of Computing in Higher Education
ISSN:
1042-1726
年:
2019
卷:
31
期:
1
页码:
137-155
基金类别:
Ministry of Education of the People's Republic of ChinaMinistry of Education, China [14JZD044]
机构署名:
本校为第一且通讯机构
院系归属:
教育信息技术学院
国家数字化学习工程技术研究中心
摘要:
The flipped classroom has gained much attention for its pedagogical success in higher education. However, continued use of this technology-supported instructional approach has been problematic. To support the success and continuation of flipped classroom implementation, this study employs structural equation modeling techniques to examine the relationships between five key factors of influence (computer self-efficacy, perceived technological pedagogical content knowledge, perceived ease of use, perceived usefulness, perceived organizational sup...

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